TEACHER:
WEEK OF:
Maryanne J. Kane
January 6, 2014
MUSIC LESSON PLAN SUBMISSION FORM
DEPARTMENT:
CLASS/SUBJECT:
Related Arts
Music
Music Standards: 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3.
Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to,
analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the
arts. 9. Understanding music in relation to history and culture.
****Due to variations in schedules, plans may be subject to modifications.
First grade
Music Tonal Objective
SWBAT sing with others on
Second grade
Music Tonal Objective
SWBAT sing alone and with others
Third grade
Music Tonal Objective
SWBAT sing with a consistent
Fourth grade
Music Tonal Objective
SWBAT sing with a consistent
Fifth grade
Music Tonal Objective
SWBAT sing with a consistent
relative pitch
on relative pitch
tonality in an ensemble
tonality and consistent tempo in an
ensemble
tonality and consistent tempo in an
ensemble
Music Rhythm Objective
SWBAT maintain a steady beat
Music Rhythm Objective
SWBAT maintain a steady beat
Music Recorder Objective
SWBAT maintain a steady beat
Music Recorder Objective
SWBAT maintain a steady beat
Music Recorder Objective
SWBAT maintain a steady beat
while singing a group song
with actions while singing a group
song
while echo playing “b, a” rhythmic
patterns on the recorder
while echo playing “b, a, g”
rhythmic patterns on the recorder
while echo playing “b, a, g, f”
rhythmic patterns on the recorder
Song: She Sailed Away
original version
Original Version
Song: She Sailed Away
revised version
Revised Version
Recorder Essential
Information
Recorder Essential
Information
Recorder Essential
Information
Oh, she sailed away on a
bright and sunny day,
On the back of a crocodile.
“You see,” said she, “he’s as
tame as he can be”
"I’ll ride him down the Nile.”
The croc winked his eye as
she waved them all good-bye,
Wearing a happy smile.
At the end of the ride the lady
was inside,
And the smile was on the
crocodile!
Oh, she sailed away on a
boat one sunny day,
staying back from the
crocodile.
“You see,” said she, “he’s not
tame as he can be”
"I’ll ride boat down the Nile.”
The girl winked her eye as
she waved them all good-bye,
wearing a happy smile.
At the end of the ride the girl
was safe inside, as she
smiled at the crocodile!
Fingering for B
Fingering for A
Fingering for G
Teaching Methods:
Teacher model
Student practice
Student-pair share
Teaching Methods:
Teacher sings, models, teaches
original verse .Students
practice original verse. Teacher
then sings, models, teaches the
revised version. Students
practice the revised version.
Teaching Methods:
Teacher model
Student practice
Individual student volunteer to
echo drills
Student-pair share
Teaching Methods:
Teacher model
Student practice
Cold-call
Individual student volunteer to
echo drills
Student-pair share
Teaching Methods:
Teacher model
Student practice
Cold-call
Individual student volunteer to
echo drills
Student-pair share
Student volunteer to teach
Questions building the
foundation for higher thinking
skills using the song “She Sailed
Away.”
Questions building the
foundation for higher thinking
skills using the two versions of
“She Sailed Away.”
Questions building the
foundation for higher thinking
skills using concepts taught in
recorder class.
Questions building the
foundation for higher thinking
skills using concepts taught in
recorder class.
Questions building the
foundation for higher thinking
skills using concepts taught in
recorder class.
Remember: Who were the
Remember: Are the characters
Remember: Show me the
Remember: Show me the
Remember: Show me the
characters in our song?
Understand: Describe what
happen at the end of the ride.
Analyze: Why do you think the
lady hopped on the crocodile’s
back?
Evaluate: Would it be better if
the lady used another way to
travel? Why or why not?
the same in both songs?
Understand: Describe what
happen at the end of the ride in
the first version of the song.
Describe what happen at the
end of the ride in the second
version of the song.
Analyze: Why do you think the
lady hopped on the crocodile’s
back? Why do you think the
lady decided to take a boat in
the second version of the song?
Evaluate: Was it better the
lady used another way to
travel? Why or why not?
fingering for “b”
Understand: Can you tell me
why the recorder squeaks?
Apply: How would you fix the
squeaks from a recorder?
Analyze: Why do you think it is
so important to blow softly on
the recorder?
Evaluate: Listen to various
examples of rhythm patterns
on the recorder. Show with a
thumbs up or thumbs down
which patterns are played
correctly (clear sound, no
squeaks)
Create: Play several patterns
on the recorder using four
beats of quarter notes.
Formative Assessment
Teacher observation
100% student participation
Student self assessment
(thumbs up/thumbs down)
Formative Assessment
Teacher observation
100% student participation
Student self assessment
(thumbs up/thumbs down)
Formative Assessment
White board quiz
100% student participation
Student self assessment
(thumbs up/thumbs down)
fingering for “b, a”
Understand: Can you tell me
why it is important to keep the
holes of the recorder
completely covered?
Apply: How can you make
certain the holes of the
recorder are covered?
Analyze: Why do you think it is
so important to blow softly on
the recorder?
Evaluate: Listen to various
examples of rhythm patterns
on the recorder. Show with a
thumbs up or thumbs down
which patterns are played
correctly (clear sound, no
squeaks)
Create: Play several patterns
on the recorder using four
beats of quarter notes and or
eighth notes.
Formative Assessment
White board quiz
100% student participation
Student self assessment
(thumbs up/thumbs down)
fingering for “b, a,g”
Understand: Can you tell me
why it is important to keep a
steady beat while playing the
recorder in ensemble ?
Apply: How can you make
certain you are playing with a
steady beat in ensemble?
Evaluate: Listen to various
examples of rhythm patterns
on the recorder. Show with a
thumbs up or thumbs down
which patterns are played
correctly (clear sound, no
squeaks)
Create: Play several patterns
on the recorder using four
beats of quarter notes and or
eighth notes and or quarter
rests.
Formative Assessment
White board quiz
100% student participation
Student self assessment
(thumbs up/thumbs down)